The Impacts of COVID-19 on school-based agricultural education teachers in the U.S.

R G Easterly Iii,T Grady Roberts,Kelsey Humphrey

doi:10.37433/aad.v2i1.79

Abstract

The COVID-19 pandemic of 2020 disrupted education all over the world. Teachers and students were forced to adapt to online learning. In the U.S., school-based agricultural education (SBAE) teachers faced challenges in delivering what is traditionally a hands-on curriculum. This study used a Pedagogical Design Capacity framework to understand the experiences of four SBAE teachers at different career stages and different geographic regions of the U.S. Our results showed dissatisfaction over initial changes, frustrations over changes to program outcomes, and impacts to teacher well-being. Recommendations for research, practice, and policy are provided.

Highlights

Introduction and Problem StatementThe COVID-19 pandemic of 2020 has had direct implications on schools in the U.S and the students they served (Ghebreyesus, 2020)
The central attribute of “remote instruction” is the separation by space during instruction (Lindner et al, 2020) In the case of COVID-19, K-12 students were forced into remoted instruction with no regard for their competence or motivation to be taught or learn remotely (Lindner et al, 2020)
This study explored how COVID-19 impacted School-based agricultural education (SBAE) teachers

Summary

Introduction

Introduction and Problem StatementThe COVID-19 pandemic of 2020 has had direct implications on schools in the U.S and the students they served (Ghebreyesus, 2020). Teachers can be introduced to new instructional resources, provided with professional development, and given other tools to improve their teaching.

Objectives

Results

Conclusion